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developmental psych
exam #2
| Term | Definition |
|---|---|
| examples of adolescence stress | sleep deprivation, experience social stress related to body image and fitting in. |
| consequences of stress | physiological, psychological, biological. |
| consequences of physiological stress | elevated blood pressure, decrease in immune system, increased hormonal activity, psychophysiological conditions. |
| consequences of biological stress | increased use of nicotine and alcohol, decreased nutrition, decreased sleep, increased drug use. |
| consequences of psychological stress | decreased compliance with medical advice, delays in seeking medical care, less likely to exercise. |
| coping with stress | problem-focused coping, emotion-focused coping, social-support coping, defensive coping. |
| teenage stressors | parents, rules, seeking approval, peer pressure, bullying, social media, deaths, family dynamics, transitions, self discovery, etc. |
| anorexia | a severe eating disorder in which individuals refuse to eat, while denying that their behavior and appearance are out of the ordinary. |
| bulimia | an eating disorder characterized by binges on large quantities of food, followed by purges of the food through vomiting or the use of laxatives. |
| threats to wellness | 7-10 colds from age 3-5, minor illness permits children to understand their body better, learn coping skills, develop empathy for others who are sick. |
| socioeconomic status (SES) | a higher incidence of accidents and health hazards, and thus a higher death rate are linked to lower income. |
| risks through lifespan | car accidents, sports injuries, STD's, risk taking behaviors. |
| schema | organized patterns of functioning that adapt and change with mental development. |
| assimilation | the process in which people understand an experience in terms of their current stage of cognitive development and way of thinking. |
| accommodation | changes in existing ways of thinking that occur in response to encounters with new stimuli or events. |
| object permanence | the realization that people and objects exist even when they cannot be seen. |
| conservation (type of centration) | the knowledge that quantity is unrelated to the arrangement and physical appearance of objects. |
| egocentrism | the inability to take other's perspectives or lack of awareness that other's see things from a different physical perspective. ex: assuming others had the same dream you did. |
| egocentric thought | failure to realize others may hold thoughts, feelings, and points of view that differ from theirs (not understanding of other's emotions, difficulty with empathy and remorse). |
| sensorimotor stage | (of cognitive development) (birth-2 years) Piaget's initial major stage of cognitive development, which can be broken down into 6 substages. Want to see object permanence by the end of this stage. |
| preoperational stage | (age 2-7 years) egocentrism, conservation, symbolic thinking. Struggles with looking at one aspect- not the entire thing. |
| concrete operational thought stage | (7-11/12 years) the active and appropriate use of logic. Struggles with abstract or hypothetical questions, or questions involving formal logic. |
| formal operational stage | (12-15 years) consider problems in abstract rather than concrete, use formal reasoning, propositional thought, critical thinking and problem solving. Struggle- abstract reasoning leads to questioning of parents and other authority figures. |
| postformal thought | thinking that acknowledges that adult predicaments must sometimes be solved in relativistic terms. |
| dialectical thinking | an interest in, and appreciation for argument, counterargument and debate. |
| dualistic thinking | prior to young adulthood, children and teens process info by using problem solving via this: everything is black or white, good or evil with no in between. |
| Schaie's Stages of Development | acquisitive stage, achieving stage, responsible stage, executive stage, reintegrative stage. |
| acquisitive stage | (childhood and adolescence) taking in info you'll need all the way through life, a time to acquire info needed to function. |
| achieving stage | (19-30) intelligence is applied to situations that involved the attainment of long-term goals regarding careers, family, and social contributions. Must confront and resolve major issues before reaching stability. |
| responsible stage | (middle adulthood) responsible for other individuals, hopefully has a stable job. |
| executive stage | (later in middle adulthood) grandchildren, helping community and next generation, looking for new goals to achieve. |
| reintegrative stage | (late adulthood) focusing on your own needs and wants, reevaluate your life seeking personal meaning. |
| zone of proximal development (ZPD) | level at which a child can almost, but not fully, perform a task independently, but can do so with the assistance of someone more competent. The middle ground of having someone help you. |
| scaffolding | support for learning and problem solving that encourages independence and growth. Aids in development of overall cognitive abilities. Individual then becomes experienced and supports others in the same task. |
| cultural tools | actual, physical items or intellectual and conceptual framework for solving problems (based on culture, geography, and availability). |
| Vygotsky's Theory | viewed cognitive development as the product of social interactions. Culture and society establish the institutions. |
| encoding | process by which information is initially recorded in a form usable to memory. |
| storage | the maintenance of material saved in memory. |
| retrieval | process by which material in memory storage is located, brought into awareness, and used. |
| automatization | degree to which activity requires attention. Helps with initial encounters with stimuli through easy and automatic information processing. Processes that require relatively little attention are automatic. |
| habituation | getting used to an unimportant or useless stimuli. ex: living by train tracks. |
| rehersal | the repetition of information in short-term memory. |
| recall | mental processes of retrieval of information from the past. One of the 3 stages of memory. |
| practice | strategy in which bringing information to mind enhances and boosts learning. |
| attention | information processing involving ability to strategically choose among and sort out different stimuli in the environment. |
| attention getting stimuli | stimuli that grabs your attention due to physical characteristics. (consistent across lifespan) |
| attention holding stimuli | stimuli that is meaningful for some people but not others, and therefore will hold your attention if it is meaningful for you. (inconsistent across lifespan) |
| metamemory | understanding and knowledge children and adults have about memory and memory processes. Improves during childhood, achieved by age 6. |
| retrieval cues | stimuli that permit (prompt) people to recall information: words, images, smells, sounds, etc. |
| Three-System Approach | (Atkinson and Shiffrin) three components: sensory store, short-term memory (working memory), long-term memory (memory modules). |
| sensory store | loss of info typically within one second. The initial, momentary storage of information, unfiltered and unevaluated info, stimulus has no meaning. |
| short-term memory (STM) | holds info for 15 to 25 seconds, can hold up to 7 chunks of info. We use rehearsal or repetition of info to remember and keep memories. |
| working memory | filtration system for STM (not originally part of the 3 systems approach). |
| long-term memory (LTM) | info is stored on a relatively permanent basis, nearly limitless capacity. Retrieval cues prompt people to recall info such as words, images, smell, sounds, etc. |
| memory in elders | many elderly continue to have sharp memories however some short-term memory may still be lost periodically. |
| dementia | occurs in a large percentage of elderly, may begin to show signs in their 50s or 60s while others may show signs at a much later age. |
| memory in eye witness reports | we fill in the blanks and forget over time. |
| language | symbolic; a meaningful arrangement/pattern of symbols. |
| babbling | meaningless consonant sounds made to learn how sounds come out of the mouth (2-3 months), progression of simple to more complex sounds (at 8-11 months begins to sound like words). |
| cooing | meaningless vowel sounds (2-3 months). |
| underextension | calling one special item a "blankie" instead of blanket, and not calling other blankets by that name. |
| overextension/generalization | referring to all animals as "doggie" because they have 4 legs. |
| metalinguistic awareness | understanding of one's own language- occurs around age 5 or 6. meta = awareness of. |
| learning theory approach | reinforcement and imitation allow for learning of language. |
| Nativist Approach | Noam Chomsky; learning/developing language in humans is genetically determined- innate to learn language. |
| Cognitive Approach | children learn language through cognitive skills and notice patterns related to the language. Memory is key is language development. |
| Social Interaction | learn language due to interaction with adults and children. |
| Interactionist Perspective | interaction of all of the other theories. Language is learned through a combination of genetics, environment, praise, and social experiences. |
| cultural influences on language | children can create all sounds for all languages during the babbling stage. |
Created by:
meglad93
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